Social and Cognitive Presence in Virtual Learning Environments

Social and Cognitive Presence in Virtual Learning Environments Terry Anderson, Ph.D. Canada Research Chair in Distance Education [email_address] Keynote lecture - Chais Conference Feb. 20, 2007 Open University of Israel

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Athabasca University, Alberta, Canada * Athabasca University ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

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Presentation Overview ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Motivations for the Community of Inquiry Investigation (1998-2004) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Expectations of Models and Theories ,[object Object],[object Object],[object Object],[object Object]

Methodology- Quantitative Content Analysis ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

[object Object],[object Object],[object Object],Internet and Higher Education (2002)

John Dewey - reflective thinking ,[object Object]

Characteristics of a Community of Inquiry ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Cognitive Presence ,[object Object],[object Object],[object Object],[object Object],[object Object]

Cognitive Presence ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Cognitive Presence Coding Results – Two Graduate level Courses

Phases of Cognitive Presence Meyer, K.(2003) Face-to-face versus threaded discussions: The role of time and higher-order thinking – JALN 7(3)

Why low rate of problem resolution? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Social Presence ,[object Object],[object Object],[object Object],[object Object],[object Object]

Expressing agreement Expression of emotions Affective Behaviours Use of humor Self-disclosure Complimenting, expressing appreciation Asking questions Referring explicitly to others’ messages. Quoting from others’ messages. Continuing a thread Interactive Behaviours Phatics, salutations Addresses or refers to the group using inclusive pronouns Vocatives Cohesive Behaviours

Social Presence Confirmation ,[object Object],[object Object]

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Comparing COI Online vs Face-to-Face Heckman & Annabi (2005) JCMC 10(2)

Teaching Presence ,[object Object],[object Object]

Teaching Presence ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Macro-level comments about course content Netiquette Utilizing medium Establishing time parameters Designing methods Setting curriculum Instructional design & organization Indicator Category

Assess the efficacy of the process Drawing in participants, prompting discussion Setting climate for learning Encouraging, acknowledging, reinforcing contributions Seeking to reach consensus/understanding Identifying areas of agreement/disagreement Facilitating discussion Indicator Category

Inject knowledge from diverse sources, e.g., textbook, articles, internet, personal experiences Diagnose misconceptions Confirm understanding through assessment and explanatory feedback. Summarize the discussion Focus the discussion on specific issues Present content Direct Instruction Indicator Category

Teaching Presence results: Percentage of instructor messages

Percentage of instructor messages with multiple functions

Teacher Presence ,[object Object],Shea, Pickett, & Pelz (2003) A FOLLOW-UP INVESTIGATION OF “TEACHING PRESENCE” IN THE SUNY LEARNING NETWORK. JALN 7(3) .61 .63 Direct instruction .58 .61 facilitating discourse .60 .64 Instructional design Learning Satisfaction

Teaching Presence & Peer Moderating ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Teaching presence and Peer Moderating ,[object Object],“ 14 of the 26 instances of Teaching Process (54%) in the average ALN discussion were performed by students. In the average FTF discussion, however, only 8 of 148 instances of Teaching Process (5%) were performed by students. “ Heckman & Annabi (2005) JCMC 10(2)

Additions to Our Work on Presences

Emotional Presence ,[object Object],[object Object],[object Object]

Emotional Presence Marti Clevland-Innes and Prisca Campbell (2005) Affect in the Community of Inquiry Model

Student Presence ,[object Object],Learning with Invisible Others: Perceptions of Online Presence and their Relationship to Cognitive T Russo, S Benson - Educational Technology & Society, 2005

PLE’s ,[object Object],Downes, 2006

LSA and Neural Net ,[object Object],[object Object],[object Object],Image: omobb.oasysmobile.com

COI Validation – Factor analysis ,[object Object],[object Object]

COL used as a model for application analysis ,[object Object],[object Object],[object Object]

Informal Blogged Support ,[object Object],[object Object]

Is Text Analysis Worth it? ,[object Object],[object Object]

Methodology Reflections: ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Units of Analysis ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Software to Aide Analysis ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Ethics ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Reliability ,[object Object],[object Object]

Validity Problems ,[object Object],[object Object],[object Object],[object Object]

Qualitative vs. Quantitative Content Analysis ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Different tools – Same Community of Inquiry? ,[object Object],[object Object]

Equivalency ,[object Object],Anderson, T. (2003) Getting the Mix Right. IRRODL

COI meets Web 2.0 ,[object Object],[object Object],[object Object],[object Object]

Web 2.0 Social Presence ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Web 2.0 Cognitive Presence ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Web 2.0 Teaching Presence ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

COI Beyond the Threaded Discussion ,[object Object],[object Object],[object Object],Cameron and Anderson, 2006 Comparing Weblogs to Threaded Discussion Tools in Online Educational Contexts http://www.itdl.org/Journal/Nov_06/article01.htm

Teaching Presence in a Life Long Learning Era ,[object Object],[object Object]

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Conclusions: ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],C

Advice for Practice from COI Model ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Journal Asynch Learning Networks 2006 10(1)

Conclusions ,[object Object],The Media is the Message

Comments? Questions? ,[object Object],[object Object],[object Object],When’s lunch? May I go to the restroom? Gee whiz, when does the REAL FUN start?

Pattern for a ‘Discussion Group’ ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Social and Cognitive Presence in Virtual Learning Environments

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Social and Cognitive Presence in Virtual Learning Environments